These drills match the order of processes set up for Level I in BTB 6 January 1972R Grade I Processes.

These drills match the order of processes set up for Level II in BTB 8 January 1972 Issue III Grade 3 Processes.

Most of the auditing actions on this Level fall within one of 3 types of process:

Most of the auditing actions on this Level fall within one of 3 types of process:

A. Repetitive Process

A. Repetitive Process

B. Alternate/Repetitive Process

B. Alternate/Repetitive Process

C. Bracket Process – with 3 or more commands run consecutively, in sequence.

C. Bracket Process – with 3 or more commands run consecutively, in sequence.

In Section I of this bulletin, there is a simple drill pattern for each type of process. (When an action does not fall within one of these types of process, a separate drill is provided.)

In Section I of this bulletin, there is a simple drill pattern for each type of process. (When an action does not fall within one of these types of process, a separate drill is provided.) There is also a Dynamic Assessment Drill in Section I. There is also a drill covering Listing and Nulling procedure which was taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2, Basic Session Actions Drill.

There is an Objective Processing Drill and a Dynamic Assessment Drill. There is also a drill for 2 Way Comm and a drill for Prepchecking which were taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2, Basic Session Actions Drills.

Section II of this bulletin lists the auditing drills for Level II. Every drill gives the LRH materials that describe the process, the commands used, and states how each process is drilled. The procedure is:

Section II of this bulletin lists the auditing drills for Level I. Every drill gives the LRH materials that describe the process, the commands used, and states how each process is drilled. The procedure is:

1. Study and understand the LRH data on the process.

1. Study and understand the LRH data on the process.

2. With this understanding, drill the action using the drill indicated.

2. With this understanding, drill the action using the drill indicated.

3. Drill each process with the auditing style that applies – see HCOB 6 Nov 64 Styles of Auditing.

3. Drill each process with the auditing style that applies – see HCOB 6 Nov 64 Styles of Auditing.

• TR 300-3 Changing Minds Unbullbaited

• TR 100-31 Lower Dichotomy of Failed Help – or Two Way Failed Help, Unbullbaited

LRH Ref: Book – Creation of Human Ability R2-50 p. 128, 129

LRH Ref: HCOB 3 Nov 60 Failed Help

Commands:

Commands:

• “Walk over to this spot.”

F1:"How could another prevent help?" "How could another fail to help?”

F2: "How could you prevent help?” "How could you fail to help?”

F3: "How could others prevent help?" "How could others fail to help?”

Drill each flow using the Alternate/Repetitive Process Drill.

Drill per LRH instructions given in Creation of Human Ability R2-50. Use the Bracket Drill.

If a student has trouble on a drill, find out whether the student has a misunderstood, or has skipped a gradient etc., and handle with Standard Study Tech. This can lead back to outnesses on basics such as TRs, Codes or Scales. Whatever it is, find and handle it.

If a student has trouble on a drill, find out whether the student has a misunderstood, has skipped a gradient etc., and handle with Standard Study Tech. This can lead back to outnesses on basics such as TRs, Codes or Scales. Whatever it is, find and handle it.

Note: To avoid coach upset or restimulation, fruit words should be inserted in the place of – the process Key Words – on bullbaited drills only.

Note:To avoid coach upset or restimulation, fruit words should be inserted in the place of the process Key Words – on bullbaited drills only.

Name: Auditing on a doll unbullbaited.

Name: Auditing on a doll unbullbaited.

Command: As for each separate process.

Command: As for each separate process.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

Position: Student seated at a table with E-Meter, worksheets and auditing forms as needed. In the chair opposite the student is a doll occupying the position of the pc. (During the drill the coach is seated or standing beside the auditor. He does not take the position of the doll.)

Position: Student seated at a table with E-Meter, worksheets and auditing forms as needed. In the chair opposite the student is a doll occupying the position of the pc. (During the drill the coach is seated or standing beside the Auditor. He does not take the position of the doll.)

Training Stress: This drill is coached. The student sets up the E-Meter and worksheets as in a session – as follows:

Training Stress: This drill is coached. The student sets up the E-Meter and worksheets as in a session – as follows:

1. Set up E-Meter as for E-Meter drills.

1. Set up E-Meter as for E-Meter drills.

2. Set up shield (to prevent TA and admin from being seen by pc (doll)).

2. Set up shield (to prevent TA and admin from being seen by pc (doll)).

3. Have extra pens under the E-Meter.

3. Have extra pens under the E-Meter.

4. Have C/S face down between the bottom of the E-Meter and the table.

4. Have C/S face down between the bottom of the E-Meter and the table.

5. Have W/S and Lists readily available in sequence required for the session.

5. Have W/S and Lists readily available in sequence required for the session.

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. Coach watches drill and points out any outnesses noted giving a "That's it” and a re-start. Outnesses should be handled one at a time until none exist.

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. Coach watches drill and points out any outnesses noted giving a „That’s it” and a re-start. Outnesses should be handled one at a time until none exist.

The drill is done on a steeper and steeper gradient until the student can very quickly do the action correctly.

The drill is done on a steeper and steeper gradient until the student can very quickly do the action correctly.

The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct' procedure and commands without comm lags or confusion; i.e. flublessly!

The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct’ procedure and commands without comm lags or confusion; i.e. flublessly!

Name: Auditing __________ Bullbaited.

Name: Auditing __________ Bullbaited.

Commands: As for each separate auditing action.

Commands: As for each separate auditing action.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action in a drill similar to a real auditing session and thereby become flawless in applying it.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action in a drill similar to a real auditing session and thereby become flawless in applying it.

Position: Student seated at a table with E-Meter and auditor forms, as needed. In the chair opposite the auditor is a doll as pc. Coach sits beside doll and is the bullbaiter and gives answers as pc, not about his own case.

Position: Student seated at a table with E-Meter and Auditor forms, as needed. In the chair opposite the Auditor is a doll as pc. Coach sits beside doll and is the bullbaiter and gives answers as pc, not about his own case.

Training Stress: The drill is the same as for auditing on a doll except that the "pc” coach bullbaits the student auditor using "fruit”, answers during the session in an attempt to throw the student off session. On any list, the coach squeezes the cans to simulate reads. He still uses "fruit” answers (six apples, blue pears) when asked to speak, but as the student auditor reads off the list items he squeezes the cans for reads.

Training Stress: The drill is the same as for auditing on a doll except that the „pc” coach bullbaits the student Auditor using „fruit”, answers during the session in an attempt to throw the student off session. On any list, the coach squeezes the cans to simulate reads. He still uses „fruit” answers (six apples, blue pears) when asked to speak, but as the student Auditor reads off the list items he squeezes the cans for reads.

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB 29 July 64 Good Indicators at Lower Levels and BTB 26 April 69 Bad Indicators.) The student. Auditor must:

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB 29 July 64 Good Indicators at Lower Levels and BTB 26 April 69 Bad Indicators.) The student. Auditor must:

1. Obnose the out of sessionness,

1. Obnose the out of sessionness,

2. Align this to the process run,

2. Align this to the process run,

3. Handle.

3. Handle.

An example is, on Listing and Nulling procedure an out of sessionness is observed, the auditor queries and follows through with an L4BR at once, (L4BR is a Repair List.)

An example is, on Listing and Nulling procedure an out of sessionness is observed, the Auditor queries and follows through with an L4BR at once, (L4BR is a Repair List.)

The pc bullbaiter can throw in situations, originate troubles or gains, be tricky, etc. But he must never lose sight of HCOB 24 May 1968 "Coaching", especially the second paragraph – "Coach with reality".

The pc bullbaiter can throw in situations, originate troubles or gains, be tricky, etc. But he must never lose sight of HCOB 24 May 1968 „Coaching“, especially the second paragraph – „Coach with reality“.

Once the coach throws out a situation, etc., he must allow the student auditor to carry it out, and handle the situation before the coach calls a new situation.

Once the coach throws out a situation, etc., he must allow the student Auditor to carry it out, and handle the situation before the coach calls a new situation.

Stress is on training the student auditor to have his TRs 0-4 in on the bullbaiter.

Stress is on training the student Auditor to have his TRs 0-4 in on the bullbaiter.

The coach (bullbaiter) does the "Start", flunking or "That's it". Flunks are given for any improper commands, procedure, comm lags, break in TRs or improper session admin.

The coach (bullbaiter) does the „Start“, flunking or „That’s it“. Flunks are given for any improper commands, procedure, comm lags, break in TRs or improper session admin.

Each drill is to be done thoroughly, building up the speed of auditor commands and actions. (It's the number of auditing commands per unit of auditing time which makes gains in a session. " LRH)

Each drill is to be done thoroughly, building up the speed of Auditor commands and actions. (It’s the number of auditing commands per unit of auditing time which makes gains in a session. “ LRH)

The drill is passed when the student can do the drill flawlessly, with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion.

The drill is passed when the student can do the drill flawlessly, with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion.

These are the drills that train the student auditor to handle all the elements in a session, so coach with reality and purpose per HCOB 24 May 68 "Coaching".

These are the drills that train the student Auditor to handle all the elements in a session, so coach with reality and purpose per HCOB 24 May 68 „Coaching“.

1. Study and understand the LRH data referenced for the process you will be running.

1. Study and understand the LRH data referenced for the process you will be running.

2. Tell the pc you are going to run (name of process).

2. Tell the pc you are going to run (name of process).

3. (The first time a pc runs this type of process, explain how a Repetitive Process is run.)

3. (The first time a pc runs this type of process, explain how a Repetitive Process is run.)

R-Factor that this is a Repetitive Process.

R-Factor that this is a Repetitive Process.

4. Clear the words of the process command in backwards sequence; then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

4. Clear the words of the process command in backwards sequence; then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

5. Say: "Start of Process. " or "This is the Process. ".

5. Say: „Start of Process. “ or „This is the Process. “.

6. Using full TRs 0-4:

6. Using full TRs 0-4:

a. Give the command to the "pc".

a. Give the command to the „pc“.

b. Get the "pc's" answer.

b. Get the „pc’s“ answer.

c. Acknowledge.

c. Acknowledge.

7. Continue a, b, c to EP of the process.

7. Continue a, b, c to EP of the process.

8. Indicate the F/N to the "pc".

8. Indicate the F/N to the „pc“.

1. Study and understand the LRH data referenced for the process you will be running.

1. Study and understand the LRH data referenced for the process you will be running.

2. Tell the pc you are going to run (name of process).

2. Tell the pc you are going to run (name of process).

3. (The first time a pc runs this type of process, explain how an Alternate/Repetitive Process is run.)

3. (The first time a pc runs this type of process, explain how an Alternate/Repetitive Process is run.)

R-Factor that this is an Alternate/Repetitive Process.

R-Factor that this is an Alternate/Repetitive Process.

4. Clear each command of the process. Clear the words of the command in backwards sequence, then clear the command itself. (Ref: BTB 2 May 72R Clearing Commands)

4. Clear each command of the process. Clear the words of the command in backwards sequence, then clear the command itself. (Ref: BTB 2 May 72R Clearing Commands)

5. Say: "Start of Process," or "This is the Process. "

5. Say: „Start of Process,“ or „This is the Process. “

6. Using full TRs 0-4, run the 2 commands alternately, 1,2, 1,2,1,2 to EP of the process.

6. Using full TRs 0-4, run the 2 commands alternately, 1,2, 1,2,1,2 to EP of the process.

7. Indicate the F/N to the pc.

7. Indicate the F/N to the pc.

for processes with 3 or more commands run consecutively, in sequence.

for processes with 3 or more commands run consecutively, in sequence.

1. Study and understand the LRH data referenced for the process you will be running.

1. Study and understand the LRH data referenced for the process you will be running.

2. Tell the "pc" you are going to run (name of process).

2. Tell the „pc“ you are going to run (name of process).

3. (The first time a pc runs this type of process, explain how it is run.)

3. (The first time a pc runs this type of process, explain how it is run.)

R-Factor that this process has several commands that will be run 1,2,3,4, 1,2,3,4 etc.

R-Factor that this process has several commands that will be run 1,2,3,4, 1,2,3,4 etc.

4. Clear each command in the series. Clear the words of the command in backwards sequence) then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

4. Clear each command in the series. Clear the words of the command in backwards sequence) then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

5. Say: "Start of Process. " or "This is the Process. ".

5. Say: „Start of Process. “ or „This is the Process. “.

6. Run the commands consecutively – 1,2,3,4 etc. to EP for the process.

6. Run the commands consecutively – 1,2,3,4 etc. to EP for the process.

7. Indicate the F/N to the pc.

7. Indicate the F/N to the pc.

LRH Ref:

Ref:

• HCOB 11 June 57 Training and CCH Processes

• HCOB 1 Aug 68, „The Laws of Listing and Nulling“

Steps: (Use Basic Drill Format and Procedure.)

1. R-factor to the pc that you’ll be running an L&N process.

Note: The coach carries a doll. All commands are addressed to and are carried out by the doll. This prevents the coach from actually running the process.

2. Clear the procedure of L&N with the pc and make sure he understands that he is to give you all his answers to the question.

1. Clear the command words in backwards sequence; then clear the command(s). (Ref: BTB 2 May 72R Clearing Commands)

3. Clear words as necessary. Write pc’s definitions on the worksheets.

2. Give the "pc" a brief R-Factor on the process.

4. Clear the question watching the meter response and noting any read.

3. Say: "Start of Process. " or "This is the Process.”

5. If no read on clearing the question, call the question out to the pc. Note any read on the listing sheet.

4. Run the process per LRH instructions and data on that process and (for CCHs) per the data in HCOB 5 April 62 CCH's Auditing Attitude.

6. If still no read, put in Suppress and Invalidate on the question until you get a read.

5. "Take up the pc's physical changes as though they were originations. Each time a new one occurs, take it up with 2 way comm as though the pc had spoken. If the same 'origination' happens again and again, only take it up occasionally, not every time it happens. " LRH HCOB 5 April 62 CCH's Auditing Attitude.

Example: „On the question: ‘What change has another caused in your life?’ has anything been suppressed?“

6. Run to the EP of that process.

Example: „On the question: ‘What change has another caused in your life?’ has anything been invalidated?“

7. Put the "pc" on the Meter – check for an F/N and indicate it if you see one with VGIs.

7. If no read on checking the question with Suppress and Invalidate, do not list the question.

If the TA is high, check for false TA and/or overrun. If overrun, rehab. (If you are not yet trained to rehab, tell the "pc" you'll have to end off, and send the folder to the C/S.)

Note:You can also check „Not-ised“ and „Abandoned“ as buttons if there is no read using Suppress and Invalidate.

If the process is underrun, flatten it. Then repeat the Meter check for F/N.

8. If the question or button reads, list it by asking the Listing question.

9. Coach uses fruit words for answers.

10. Write each item verbatim, with its reads.

LRH Ref:

11. List to a BD F/N item and indicate the item to the pc; then indicate the F/N.

• HCOB 1 Oct 63 Scientology All – How to Get TA Action

12. If pc runs out of items while listing (without a BD F/N item), check the Listing question. If it reads, extend the List. If it is clean, null the list and give the pc his item. (Ref: HCOB 1 Aug 68, „The Laws of Listing and Nulling“)

13. If you cannot get the item, do an L4BR Method 5, handling what you find by following each instruction for each line exactly.

14. The drill is passed when the student Auditor can do Listing and Nulling confi­dently and flublessly.

Tapes:

LRH Ref: Ability Major 6, 1955

• 5410C05 8ACC-2 2WC Straightwire 8C

Commands:

F1. „What do you want changed?“

„What do you want unchanged?“

F2. „What does another want changed?“

„What does another want unchanged?“

F3. „What do others want changed?“

Ref:

„What do others want unchanged?“

• BTB 10 Jul 70 2WC a Class III Action

Drill each flow using the Alternate/Repetitive Process. Drill.

LRH Ref: Book – Creation of Human Ability R2-50 p. 128, 129

1. Give R-Factor to pc that you will be doing a 2WC.

Commands:

2. Write out the question on the worksheet. Clear it.

• “Walk over to this spot.”

3. Ask pc the question and watch for read (if you're 2WC-ing a subject) if no read on question or pc statement, check suppress, inval on the question/subject. If still no read, leave it. (Applies to 2WC on a subject. Does not apply to 2WC "attention on?" or 2WC for data.)

4. For this drill say to pc: "Tell me about ________ (use fruit words). "

5. Listen to what the pc says. Record any reads with the statement the reads occurred on.

6. Don't go off the subject you are 2 Way Comming. You must take what you started to F/N Cog VGIs. Sometimes you may have to go earlier similar to F/N.

and so on.

7. 2WC is Listen Style Auditing. Let the pc ITSA. Apply the rules "A silent auditor invites ITSA" and "All auditors talk too much. All auditors acknowledge too little.” LRH

Drill per LRH instructions given in Creation of Human Ability R2-50. Use the Bracket Drill.

8. Don't use questions that start with "Who", "What", "Which" as this instantly turns it into a Listing question if asking for terminals or locations. Ref: HCOB 17 Mar 74 TWC Checksheets TWC Using Wrong Questions.

9. 2WC questions must be limited to feelings, reactions, significances; they must never ask for terminals or locations. Two Way Comm questions are not rote but you must stick to the subject and not Q and A. Ref: HCOB 20 Nov 73 F/N What You Ask or Program and HCOB 17 Mar 74 TWC Checksheets.

LRH Ref: Book – Creation of Human Ability R2-63 p. 157, 158

10. If any ARC Break, PTP or MWH shows up on the 2WC, they must be handled to EP at once and the 2WC resumed and taken to F/N, Cog, VGIs. Ref: HCOB 20 Nov 73 F/N What You Ask or Program.

Commands:

11. You 2WC the TA out of the subject. Any 2WC question that did read will go to F/N.

• „Find something about yourself which you can accept. “

12. The drill is passed when the student auditor can 2WC smoothly and flublessly with excellent TRs 0-4.

LRH Ref:

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

Drill each command to EP per LRH instructions given in Creation of Human Ability R2-63, using the Repetitive Process Drill.

Ref:

LRH Ref: Book – Creation of Human Ability R2-65 p. 159

• BTB 10 Apr 72 Prepchecks (Rev. 17 Nov. 74)

Commands :

1. The coach makes a list of fruit items and gives it to the student auditor.

F1: „Can you recall a time when you failed to change some energy in this Universe?“

2. The student auditor gives the pc an R-Factor that he will do an assessment. Clear the action with the pc if he has never had an assessment.

F2: „Can you recall a time when another failed – to change some energy in this Universe?“

3. Auditor does an assessment on the list and gets an item. Coach simulates or indicates reads.

F2: „Can you recall a time when others failed to change some energy in this Universe?“

4. Clear what a Prepcheck is. Clear all words and commands.

5. Take the largest reading item (from your assessment) and ask pc: "On ______ (item) has anything been ______ (Prepcheck button)?" If a time limiter is used, the command is: "Since ______(Date or time) on ______ (item) has anything been (Prepcheck button)?"

F1: „Can you recall a time when you failed to change some space?“

6. Run step 5 repetitively until pc has no more answers.

F2: „Can you recall a time when another failed to change some space?“

7. Then say: "I'll check the question. " Check it and observe the needle. If it reads, look at the pc expectantly; if he doesn't speak up, ask him the question directly.

F3: „Can you recall a time when others failed to change some space?“

8. Run the question repetitively until the pc has no more answers. Then follow steps 7, 8, & 9 until the button F/Ns. Go on to the next button on the Prepcheck and repeat steps 7-9.

9. If indicators of an ARC Break appear during the Prepcheck, handle the ARC Break per ARC Break drill (BTB 15 Dec 74 Auditor Expertise Drill Series 2). When the ARC Break F/Ns, end off on that Prepcheck button. You may run further Prepcheck buttons on the same item if no major cog with F/N VGIs on the subject being Prepchecked.

F1: „Can you recall a time when you failed to change a Body?“

10. When the item you're handling has gone to EP, take the next largest reading item and handle as in steps 5-9.

F2: „Can you recall a time when another failed to change a Body?“

11. Repeat as in step 10 on all reading items.

F3: „Can you recall a time when others failed to change a Body?“

12. The drill is passed when the student auditor can Prepcheck confidently and flublessly.

Note: „He may get nothing on space at all but such incidents are in his recall or space would not exist for him at all. “ LRH

LRH Ref:

F1: „Can you recall a time when you failed to change a memory?“

• HCOB 2 Feb 60 The Co-Audit Team

F2:. „Can you recall a time when another failed to change a memory?“

F3: „Can you recall a time when others failed to change memories?“

F1: ”Can you recall a time when you successfully changed something?“

1. Clear the word "Dynamic" per the Scientology Dictionary.

F2: „Can you recall a time when another successfully changed something?“

2. Clear the Dynamics 1-8 per the Scientology Dictionary. (Note any tone arm action while clearing each Dynamic.)

F3: „Can you recall a time when others successfully changed something?“

Clear the word "describe".

Drill each flow in each part A-E using the repetitive process drill.

3. Ask the pc to describe each Dynamic 1-8.

4. Find "…where the tone arm is moved by one or another of the Dynamics.

LRH Ref: Book – Creation of Human Ability R2-68 p. 161, 162

5. "If the tone arm (not the needle) is moved by a Dynamic, then using the needle motion, find the hottest terminal that represents that Dynamic…" LRH HCOB 2 Feb 60 The Co-Audit Team.

Commands :

Clear the command: "Tell me some terminals on the _____ Dynamic. " (Or whatever terms will get the idea of that Dynamic across to the pc.)

„Spot something incomprehensible. “

Then give the command.

Drill per LRH instructions given in Creation of Human Ability R2-68 – using the Repetitive Process Drill.

6. Write down each terminal the pc gives – with its read. (If the pc gives a particular terminal like "Marge" – his wife, translate it into a general terminal such as "a wife" or "a woman". Get the reads on the general terminals.)

7. All reading terminals are run in order of largest read. Use Suppress and Invalidate buttons, or add to the list as necessary.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

8. Exhaust the list of terminals.

Commands :

9. Repeat steps 5-8 on each Dynamic that gives tone arm motion. Handle in order of greatest TA.

F1: „Get the idea of changing. “

10. If you haven't reached the EP of the action being done, do another Dynamic Assessment.

„Get the idea of not changing. “

The following processes on Level I require a Dynamic Assessment:

F2: „Get the idea of another changing. “

• TR 100-37,38 5 Way Concept Help

„Get the idea of another not changing. “

F3: „Get the idea of others changing. “

„Get the idea of others not changing. “

Note: a. "Always use general rather than particular terminals.

Drill each flow using the Alternate/Repetitive Process Drill.

b. "Avoid adjectival commands.

c. "Never run a significance. " LRH HCOB 2 Feb 60 The Co-Audit Team

LRH Ref: HCOB 30 Apr 61R Change Brackets and Commands Rev. 25 Nov 73 Reissued 19 Sep 74

Note: A Dynamic Assessment on Help is run using this same drill. Ask the pc what he thinks about Help on each Dynamic. Do not use an auditing type question such as "How could you help yourself?"

Note: If the pc gives you a terminal that doesn't belong on the Dynamic you are working with, that is another indicator of a charged area. See HCOB 6 March 1959 How to do a Diagnosis on Dynamic Straightwire.

„Sort out ‘Think’ or ‘Get the idea’ by Meter’s reaction. Use one that produces the most fall. “. LRH HCOB 30 Apr 61R Change Brackets and Commands.

Commands :

„Think (get the idea) of a change. “

LRH Ref:

„Think of a no-change. “

• HCOB 5 Apr 62 CCH'S Auditing Attitude

„Think of a failed change,“

Drill using the Bracket Drill.

Ref:

Commands :

• BTB 6 Sep 62 CCHs More Information

„Recall a change. “

„Recall a no-change. “

1. Clear CCH'S – Control – Communication – Havingness Processes.

„Recall a failed change. “

2. Clear the CCH 1 command words in backwards sequence; then clear the CCH 1 command. (Ref: BTB 2 May 72R Clearing Commands)

Drill using the Bracket Drill.

3. Give "pc" a brief R-Factor on how CCH 1 is run before you do it. (e.g. CCH 1 "I'm going to ask you to give me that hand.”)

4. Say: "Start of Process. " or "This is the Process,". Run CCH 1 per the LRH data below:

Commands :

F1: „What change have you avoided”

Name: Give Me That Hand. Tone 40.

„What change have you sought?“

Auditing Commands: Give Me That Hand.

F2: „What change has another avoided?“

Physical action of taking hand when not given and then replacing it in the pc's lap. Making physical contact with the pc's hand if pc resists. Thank you ending each cycle.

„What change has another sought?“

All Tone 40 with clear intention, one command in one unit of time. Take up each new physical change manifested as though it were an origin by the pc when it happens, and querying it by asking "What's happening?" This two way comm is not Tone 40. Run only on the right hand.

F3: „What change have others avoided?“

Auditing Position: Auditor and pc seated in chairs without arms. Auditor's knees on outside of both pc's knees.

„What change have others sought?“

Process Purpose: To demonstrate to pc that control of pc's body is possible, despite revolt of circuits, and inviting pc to directly control it. Absolute control by auditor then passes over towards absolute control of his own body by pc.

F1: „What no change have you avoided?“

Never stop process until a flat place is reached. Freezes may be introduced at end of cycle, this being after the Thank you and before the next command, maintaining a solid comm line, to ascertain information from the pc or to bridge from the process. This is done between two commands, holding the pc's hand after acknowledgement, pc's hand should be clasped with exactly correct pressure. Make every command and cycle separate. Maintain Tone 40, stress on intention from auditor to pc with each command. To leave an instant for pc to do it by own will before auditor decides to take hand or make contact with it. Auditor indicates hand by nod of head.

„What no change have you sought?“

Tone 40 Command = Intention without reservation. Change is any physical, observed manifestation. " LRH HCOB 1 Dec 65 CCHs.

F2: „What no change has another avoided?“

Note: The auditor always takes the preclear's hand and puts it back in the preclear's lap. The reason for this is that, if he clings to the auditor's hand at some future time, the auditor's separating the preclear's hand from his then create no ARC Break.

„What no change has another sought?“

"Run a CCH only so long as it produces change in the pc's general aspect.

F3: „What no change have others avoided?“

"If no change in aspect for three commands, with the pc actually doing the commands, go on to next CCH.

„What no change have others sought?“

"If CCH producing change do not go on but flatten that CCH.

F1: „What failed change have you avoided?“

"Then when for three commands executed by the pc it produces no change go on to next CCH. " LRH HCOB 7 Aug 62 Running CCH's

„What failed change have you sought?“

F2: „What failed change has another avoided?

1. Clear the words of CCH 2 commands in backwards sequence. Clear the CCH 2 commands. Give a brief R-Factor on how CCH 2 is run.

„What failed change has another sought?“

2. Say to pc: "Start of Process. " or "This is the Process. " Run CCH 2 per LRH data below:

F3: „What failed change have others avoided?“

„What failed change have others sought?“

Name: Tone 40 8C.

Drill each flow using the Alternate/Repetitive Process Drill.

Auditing Commands: You look at that wall. Thank you.

You walk over to that wall. Thank you.

Commands :

You touch that wall. Thank you.

1. „How have you changed _____?“ (something or somebody)

Turn around. Thank you.

2. „How has _____ tried to change you?“

Take up each new physical change manifested as though it were an origin by the pc, when it happens, and querying it by asking "What's happening?" This two way comm is not Tone 40. Commands smoothly enforced physically when necessary. Tone 40, full intention.

3. „How has _____ changed another?“

Auditing Position: Auditor and pc ambulant, auditor in physical contact with pc as needed.

4. „How has another changed _____?“

Process Purpose: To demonstrate to pc that his body can be controlled and thus inviting him to control it. To orient him in his present time environment. To increase his ability to duplicate and thusly increase his havingness.

5. “How has _____ changed (self)?

Absolute auditor precision. No drops from Tone 40. No flubs. Total present time. Auditor on pc's right side. Auditor body acts as a block to forward motion when pc turns. Auditor gives command, gives pc a moment to obey, then enforces command with physical contact of exactly correct force to get command executed. Auditor does not block pc from executing commands. Method of introduction as in CCH 1. Freezes may be introduced at the end of cycle, this being after the Thank you and before the next command, maintaining a solid comm line, to ascertain information from the pc or to bridge from the process, this being the acknowledgement "Thank you" after the command "Turn around".

6. „What have you not changed?“

CCH 1 and CCH 2 were developed by L. Ron Hubbard in Washington, DC in 1957 for the 19th ACC. " LRH HCOB 1 Dec 65 CCHs.

7. „What has not changed you?“

8. „What has not changed _____?“

1. Clear the words of CCH 3 commands in backwards sequence. Clear the CCH 3 commands. Give a brief R-Factor on how CCH 3 is run.

9. „What has _____ not changed?“

2. Say to pc: "Start of Process. " or "This is the Process. ". Run CCH 3 per the LRH data below:

10. „What has not changed self?“

11. „What have you failed to change?“

Name: Hand Space Mimicry.

12. „What has failed to change you?“

Auditing Commands: Auditor raises 2 hands palms facing pc's about an equal distance between the auditor and pc and says "Put your hands against mine, follow them and contribute to their motion". He then makes a simple motion with right hand then left. "Did you contribute to their motion?" Acknowledge answer. Auditor allows pc to break solid comm line. When this is flat, the auditor does this same with a half inch of space between his and the pc's palms. The command being "Put your hands facing mine about ½ inch away, follow them and contribute to their motion". "Did you contribute to their motion?" Acknowledge. When this is flat, auditor does it with a wider space and so on until pc is able to follow motions a yard away.

13. „What has _____ failed to change?“

Auditing Position: Auditor and pc seated, close together facing each other, pc's knees between auditor's knees.

14. „What has failed to change _____?“

Process Purpose: To develop reality on the auditor using the reality scale (solid communication line). To get pc into communication by control and duplication. To find auditor.

15. „What has failed to change self?“

Auditor should be gentle and accurate in his motions, all motions being Tone 40, giving pc wins. To be free in 2-way communication. Process is introduced and run as a formal process. If pc dopes off in this process auditor may take pc's wrist and help him execute the command one hand at a time. If pc does not answer during anaten to question "Did you contribute to their motion?" Auditor may wait for normal comm lag of that pc acknowledge and continue process.

Drill using the Bracket Drill.

Tone 40 Motion = Intention without Reservation.

Two Way Communications = One Question – The Right One.

LRH Ref:

History: Developed by L. Ron Hubbard in Washington, DC 1956 as a therapeutic version of Dummy Hand Mimicry. Something was needed to supplant "Look at me" "Who am I?" and "find the auditor" part of rudiments. " LRH HCOB 1 Dec 65 CCHs.

• HCOB 6 Aug 68 R3H

Note:Run Hand Contact Mimicry on each run through CCHs 1-4 until it is flat on giving 3 commands only. Then on the next run through CCHs 1-4, change to Hand Space Mimicry. i.e. CCH 1,2,3 (HCM with change), 4,1,2,3 (HCM with change) 4,1,2,3 (HCM 3 commands only, no change) 4,1,2,3 (Hand Space Mimicry), 4 etc.

Note: The commands of this process have been revised so they are „non-permissive“.

1. Give a brief R-Factor on how CCH 4 is run.

Flow 1:

2. Say to pc: "Start of Process.” or "This is the Process.” Run CCH 4 per the LRH data below:

1. Locate a change in life by listing to a BD F/H item „What change has another caused in your life?“ Use the L&N Drill earlier in this bulletin.

2. „Get some of the data of it (don’t run as an engram) so you know what the change was.

Name: Book Mimicry.

3. „Find out by assessment if this was a Break in

Auditing Commands: There are no set verbal commands.

• Affinity

Auditor makes simple motions with a book. Hands book to the pc. Pc makes motion duplicating auditor's mirror-image-wise. Auditor asks pc if he is satisfied that the pc duplicated the motion. If pc is and auditor is also fully satisfied, auditor takes back the book and goes to next command. If pc is not sure that he duplicated any command, auditor repeats it for him and gives him back the book. If pc is sure he did and auditor can see duplication is pretty wrong, auditor accepts pc's answer and continues on a gradient scale of motion either with the left or right hand till pc can do original command correctly. This ensures no invalidation of the pc. Tone 40, only in motions, verbal 2-way quite free.

Auditing Position: Auditor and pc seated facing each other, a comfortable distance apart.

Process Purpose: To bring up pc's communication with control and duplication (control and duplication = communication).

Give pc wins. It is necessary for auditor to duplicate his own commands. Circular motions are more complex than straight lines. Tolerance of plus or minus randomity are apparent here and the auditor should probably begin on the pc with motions that begin in the same place each time and are neither very fast nor very slow, nor very complex. Introduced by the auditor seeing that pc understands what is to be done, as there is no verbal command, formal process.

and have the PC examine that briefly.

History: Developed by L. Ron Hubbard for the 16th ACC in Washington, DC 1957, based on duplication. Developed by L. Ron Hubbard in London, 1952. LRH HCOB 1 Dec 65 CCHs.

4. „Taking the one found in (3) find out by assessment if it was:

• Curious about_____

Continue CCHs 1-4 to EP. See the Process Purpose and LRH instructions for each Objective Process.

If pc exteriorizes during CCHs, just quietly end off, and send the pc to the Examiner.

When EP is reached, put the pc on the Meter; check for and indicate it if you see one with VGIs. If TA high, check for overrun. If the process is overrun (and you are not yet trained to rehab) tell the pc you will end off for C/S instructions. Otherwise, rehab. If the process is under-run, flatten it; then repeat the Meter check.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

LRH HCOB 6 Aug 68 R3H

"Touch that (indicated object).” "Thank you. "

E/S ARC Break etc. to EP.

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

Flow 2: Listing Question: „What change have you caused in another’s life?“

Follow the procedure given for Flow 1.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Flow 3: Listing Question! „What change has another caused in another’s life?“

Commands:

Follow the procedure given for Flow 1.

• "Touch your (body part). " "Thank you. "

Commands :

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

F1: „What is unknown about that (room object)?“

F2: „What doesn’t another know about that (room object)?“

LRH Ref: HCOB 11 June 57 Training & CCH Processes

F3: „What about that (room object) could someone make unknown to others?“

Commands:

Drill each flow using the Repetitive Process Drill.

• "Touch that table" "Thank you. "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Look around the room and tell me what you could have. "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Look at that (indicated room object). "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Look at that (indicated room object). "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: Book – Creation of Human Ability R2-67 p. 161

Command: "Locate some objects. "

Drill using the LRH data on R2-67 p. 161 of Creation of Human Ability and the Repetitive Process Drill.

LRH Ref: PAB 153 CCH

Commands:

"Notice that ______.” "Thank you. "

Drill using the Repetitive Process Drill.

• "Look at that ______,. " "Thank you. "

Drill using the Alternate/Repetitive Process Drill.

"Show me that _______.” "Thank you.”

Drill using the Repetitive Process Drill first per PAB 153; then run:

• "Show me that ______." "Thank you. "

Drill using the Alternate/Repetitive Process Drill.

LRH Ref:

• HCOB 4 Feb 59 Op Pro By Dup

Ref: BTB 24 Oct 71R I Rev. 2 Jan 75 Op Pro by Dup End Phenomena

Commands:

• "Look at that (alternate 'book' and 'bottle').”

This process is drilled per HCOB 4 Feb 59 Op Pro by Dup (and the other references mentioned above) using the Objective Processing Drill.

LRH Ref:

• HCOB 28 July 58 Clear Procedure

Commands:

Stand Still: "When I tell you to stand still, I want you to make that body stand still. " "All right?" "Stand still. "

Change: "Do you see that spot?" "Good, we will call that Spot A. Now you stand here. O. K. " "Now do you see that other spot?" "Good. " We'll call that spot B. All right, now when I tell you to change the body's position, you move it from Spot A to Spot B, All right?" "Good. Change the body's position. " "Did you change the body's position?" "Thank you. " "Do you see that spot?" "Well, we'll call that Spot C. Now when I tell you to change the body's position, you move the body from Spot B to Spot C. Do you understand that?" "Fine. " "Change the body's position. " "Did you change the body's position?" "Thank you. "

Start: "I am going to tell you to start. And when I tell you to start, you start the body in that direction. Do you understand that?" "Good. " "Start. " "Did you start that body?" "Thank you. "

Stop: "I am going to tell you to get the body moving in that direction. Somewhere along the line I will tell you to stop. Then you stop the body. Do you understand that?" "Good. " "Get the body moving. " "Stop. " "Did you stop the body?" "Thank you. "

Drill using the references listed above and the Objective Processing Drill. SCS is run in this order: Stand Still, Change, Start, Stop.

Note: "Stop Supreme" can also be used. The Commands are as given on p, 17 Book – Scientology Clear Procedure Issue I.

Commands: "Now I want you to get your body moving down the room when I so indicate and when I say Stop, I want you to stop your body absolutely still.” Then the auditor gives the preclear a slight shove and the preclear moves the body down the room, and the auditor says "Stop”, and the preclear tries to stop his body absolutely still in that instant… The auditor then says, "Did you stop your body absolutely still?” The preclear answers this and then the auditor acknowledges.

LRH Book – Scientology Clear Procedure Issue I. This step is drilled according to LRH instructions in Scientology Clear Procedure Issue I, p. 17 using the Objective Processing Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

Commands:

• "Get the idea of having that (indicated object).

Drill each command using the Repetitive Process Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

Note: The change in the first command has been approved by LRH. Ref: HCOB 17 Mar 74 TWC Checksheets, TWC Using Wrong Questions.

Commands:

1. "Tell me something you are absolutely sure will happen in the next 2 minutes," (Increased to one hour, 3 days, one week, 3 months, one year etc.)

2. "Tell me something that you would like to do in the next 2 minutes. "

or

1. "Tell me something that you are sure will be there in 2 minutes. "

2. "Tell me something that you would like to have in 2 minutes. "

Drill according to the LRH data in PABs 137 & 146, using the 2 Way Comm Drill given earlier in this bulletin.

LRH Ref:

• Book – Creation of Human Ability R2-16

=Commands:=

• "Do you see that (room object)?"

Then, getting more specific:

• "Do you see that (black mark) on (the left arm of that chair)?"

• "Find a spot in this room."

• "Find a spot in the room."

Drill R2-16 from the LRH instructions given in Creation of Human Ability and PAB 34 using the Objective Processing Drill.

LRH Ref:

• HCOB 5 May 60 Help

1. Clear the word "Help" to F/N.

2. "One discusses the preclear helping others and others helping the preclear. One gets the preclear's views on the subject of help, and without evaluating for the preclear, lets the preclear express these views. " LRH HCOB 5 May 60 Help.

Drill using the 2 Way Comm Drill given earlier in this bulletin per the data in the LRH references listed above.

Commands:

F1: "What problem could help be to you?"

F2. "What problem could help be to another?"

F3. "What problem could help be to others?"

Drill each flow using the Repetitive Process Drill.

or (If the pc is inventing answers rather than picking them off the track):

F1: "What problem has help been to you?"

F2: "What problem has help been to another?"

F3: "What problem has help been to others?"

Drill each flow using the Repetitive Process Drill.

or (Another remedy for invention where there is no terminal apparently present):

F1: "What help could you confront?"

"What help would you rather not confront?"

F2: "What help could another confront?"

"What help would another rather not confront?"

F3: "What help could others confront?"

"What help would others rather not confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 Nov 60 Failed Help

Commands:

F1: "How could another prevent help?"

"How could another fail to help?"

F2: "How could you prevent help?"

"How could you fail to help?"

F3: "Hew could others prevent help?"

"How could others fail to help?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Pressession 37

Commands:

F1: "Who has intended not to help you?"

"Who has helped you?"

F2: "Who have you intended not to help?"

"Who have you helped?"

F3: "Who has intended not to help others?"

"Who has helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Presseesion 37

1. Ask the pc if he has ever been to healers, hypnotists, spiritualists etc. (per HCOB 15 Dec 60 Pressession 37, section on formula 17). Watch for reads.

2. Handle all reading areas in order of largest read as follows:

Clear and say "Tell me some terminals involved in (area assessed). "

Write down the terminals the pc gives you, plus reads.

3. In order of largest read, run all reading terminals in the following commands:

F1: "How could a _______ fail to help you?"

F2: "How could you fail to help a __. _____?" •

F3: "How could a _______ fail to help others?"

also

F1: "How could a _______ help you?"

F2: "How could you help a; _____?"

F3: "How could a. _______ help others?"

Drill each flow using the Repetitive Process Drill and according to the data in HCOB 15 Dec 60 Pressession 37.

4. Exhaust the list of terminals.

Exhaust the list of areas. Use Suppress and Invalidate buttons or add to the list as necessary.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals, in order of largest read.

Commands:

1. "Think of a ____, helping you."

2. "Think of you helping a ____."

3. "Think of a ____ helping others."

4. "Think of others helping a ____."

5. "Think of a _____ helping a _____."

Drill each flow using the Repetitive Process Drill.

LRH Ref:

• HCOB 14 July 60 Current Rundown Concept Help

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read.

This process can also be run on "a confusion", "an unconscious person", "a responsible person", "a creative person", per HCOB 21 July 60 Some Help Terminals.

Commands:

F1. "Think of a ____ helping you. "

"Think of a ____ not helping you. "

F2. "Think of helping a ____. »

"Think of not helping a _____."

F3. "Think of a ____ helping others."

"Think of a ____ not helping others."

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 12 May 60 Help Processing

Commands:

F1. "What help has another given you?"

"What help has another not given you?"

F2: "What help have you given?"

"What help have you not given?"

F3: "What help have others given others?"

"What help have others not given others?"

Drill each flow using the Alternate/Repetitive Process) Drill.

LRH Ref: HCOB 5 Nov 65 Level I Five Way Bracket on Help

Commands:

1. "How could you help me?"

2. "How could I help you?"

3. "How could you help another?"

4. "How could another help you?"

5. "How could another help another?"

Drill using the Bracket Drill.

LRH Ref: HCOB 28 July 58 Clear Procedure

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read.

Commands:

F1: "How could a ____ help you?"

F2: "How could you help a ____?"

F3. "How could a ____ help others?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 26 Aug 60 Regimen Two

Commands:

F1: "What motion has helped you?"

"What motion has not helped you?"

F2: "What motion have you helped?"

"What motion have you not helped?"

F3. "What motion has helped others?"

"What motion has not helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 2 Mar 61 Formula 20

Commands:

F1: "Who has failed to control you?"

F2: "Who have you failed to control?"

F3: "Who have others failed to control?"

also

F1: "What has failed to control you?"

F2: "What have you failed to control?"

F3: "What have others failed to control?"

also

F1: "Who has helped you?"

F2: "Who have you helped?"

F3: "Who has helped others?"

Drill using the Repetitive Process Drill.

LRH Ref: HCOB 11 Jan 59 An Amusingly Effective Process

1. Ask the "pc" for any worries or maladies he has. Note the reads. Run each reading item in the following commands in order of largest read.

Commands:

F1: "Invent a problem you could have with another for which ______ is the answer. "

F2: "Invent a problem another could have with you for which ______ is the answer. "

F3: "Invent a problem another could have with others for which ______ is the answer. "

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

F1: "Get the idea of solving a problem. "

"Get the idea of not solving a problem. "

F2: "Get the idea of another solving a problem,"

"Get the idea of another not solving a problem. "

F3: "Get the idea of others solving a problem. "

"Get the idea of others not solving a problem. "

Drill each flow using the Alternate/Repetitive Process Drill.

If a terminal is added by the C/S, the commands would be:

F1: "Get the idea of solving a problem with ______. "

"Get the idea of not solving a problem with ______. "

F2: "Get the idea of ____ solving a problem with you. "

"Get the idea of ____ not solving a problem with you. "

F3: "Get the idea of,____ solving a problem with others. "

"Get the idea of ____ not solving a problem with others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 16 Dec 57 Present Time Problem

1. Locate the "pc's" PTP(s) by clearing and saying (for example): "Tell me some things which are a present time problem to you. " Write down what the "pc" says, plus read.

Handle each reading PTP in order of largest read as follows:

2. Isolate the terminal(s) most closely associated with "pc's" PTP – by clearing and saying: "Tell me some of the terminals involved in (PTP).”

Write down each terminal with its read.

3. Handle each reading terminal in the commands given below:

Commands:

F1: "Invent something worse for you than ______.”

F2: "Invent something worse for than ______ you. "

F3: "Invent something worse for others than ______.”

Drill each flow using the Repetitive Process Drill

Commands:

1. "Spot where (Key terminal in PTP) is now. "

2. "Spot where you are now. "

Drill using the Alternate/Repetitive Process Drill

Exhaust the list of terminals. Exhaust the list of PTPs.

LRH Ref: HCOB 31 Mar 60 The PTP

Commands:

F1: "What problem could you confront?"

F2: "What problem could another confront?"

F3: "What problem could others confront?"

Drill using the Repetitive Process Drill.

also

F1: "Tell me your problem. "

"What part of that problem have you been responsible for?"

F2: "Tell me a problem of another. "

"What part of that problem has another been responsible for?"

F3: "Tell me a problem of others. "

"What part of that problem have others been responsible for?"

Drill using the Alternate/Repetitive Process Drill.

also

F1: "What two things can you confront?"

F2: "What two things can another confront?"

F3: "What two things can others confront?"

Drill using the Repetitive Process Drill.

also

F1: "What problem have you-been (or might you have been) responsible for?"

F2:"What problem has another been (or might another have been responsible for?"

F3: "What problem have others been (or might others have been responsible for?"

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 16 Dec 57 Present Time Problem

1. Locate the "pc's" PTP(s) by clearing and saying – for example: "Tell me some things which are a present time problem to you. " Write down what the pc says, plus read. Handle each reading PTP in order of largest read, as follows:

2. Isolate the terminal(s) most closely associated with the PTP by clearing and saying – for example: "Tell me some of the terminals involved in (PTP). " Write down each terminal with its read.

3. Handle each reading terminal triple flow, using the commands given below. Use the Bracket Drill.

4. Exhaust the list of terminals. Exhaust the list of PTPs.

Commands:

F1: "Invent a problem that is of comparable magnitude to ____ for you. "

"How could that be a problem to you?"

"Can you conceive yourself figuring on that?"

F2: "Invent a problem that is of comparable magnitude to you for ______. "

"How could that be a problem to ______?"

"Can you conceive ______ figuring on that?"

F3: "Invent a problem that is of comparable magnitude to _______ for others. "

"How could that be a problem to others?"

"Can you conceive others figuring on that?"

Drill each flow using the Bracket Drill.

LRH Ref: HCOB 6 July 61 Routine 1A

Commands:

F1: "What problem could you confront?"

"What problem don't you have to confront?"

F2: "What problem should another confront?"

"What problem wouldn't another confront?"

F3: "What problem should be confronted by others?"

"What problem wouldn't others confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 May 59 Solution to Solutions

Commands:

F1: "What solution could you make stick?"

F2: "What solution could another make stick?"

F3: "What solution could others make stick?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: Book – Creation of Human Ability R2-20 p. 53

Commands:

F1: "What" problems could this object be to you?"

F2: "What problems could this object be to another?"

F3: "What problems could this object be to others. "

Drill per the LRH instructions given in Creation of Human Ability, R2-20, using the Repetitive Process Drill.

LRH Ref:

• HCOB 27 Sept 62 Problems Intensive Use

1. To get the self-determined changes, say: "Tell me some self-determined changes you have made this life. "

2. Write down the pc's answers plus reads.

Handle each reading change – in order of largest re id as follows:

3. Locate the prior confusion to the change by asking the pc for it. You want the time of the prior confusion.

4. Predate the time of the prior confusion by one month.

5. Prepcheck (using the Prepchecking Drill given earlier in this bulletin). "Since (date gotten in step 4) has anything been (Prepcheck button)?"

6. Exhaust the list of self-determined changes. Use Suppress and Invalidate buttons or add to the list – as necessary. (Ref: HCOB 30 July 62 A Smooth HGC 25 Hour Intensive)

1. Find the self-determined changes another has made this lifetime by saying: "Tell me some self-determined changes another has made this lifetime. "

2. Follow the steps given for flow 1 – to EP.

1. Find the self-determined changes others have made this lifetime by saying: "Tell me some self-determined changes others have made this lifetime. "

2. Follow the steps given for Flow 1 – to EP.

Commands:

F1: "What problem have you had with someone?"

"What solutions have you had for that problem?"

F2: "What problem has another had with you?"

"What solutions has another had for that problem?"

F3: "What problem has someone had with another?"

"What solutions have they had for that problem?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

F1: "Point out something desirable. "

F2: "Point out something another would find desirable. "

F3: "Point out some-thing another could get others to desire. "

Drill each flow using the Repetitive Process Drill.